The Japanese Journal of Educational Psychology最新文献_第8页

Comparison of Individual and Combined Effects of Blocked and Interleaved Practice: 闭塞与交错练习的个体效果与综合效果比较

The Japanese Journal of Educational Psychology Pub Date : 2020-06-30 DOI: 10.5926/jjep.68.122

T. Onoue, Y. Iguchi

{"title":"Comparison of Individual and Combined Effects of Blocked and Interleaved Practice:","authors":"T. Onoue, Y. Iguchi","doi":"10.5926/jjep.68.122","DOIUrl":"https://doi.org/10.5926/jjep.68.122","url":null,"abstract":"The experiment in the present study compared individual and combined effects of blocked practice and interleaved practice as learning techniques. University students ( N ＝66 ) participated in 2 learning sessions separated by a week, and then, 1 week later, took a memory-recall test. The students were divided into 4 groups: Group 1 , blocked practice in both sessions; Group 2 , ﬁrst session, blocked practice; second, interleaved practice; Group 3 , ﬁrst session, interleaved practice; second, blocked practice; and Group 4 , interleaved practice in both sessions. Significant between-group differences were found in percentage of correct answers on the test, with Group 4 (interleaved practice in both sessions) being the best performers, followed by Groups 2 and 3 , then by Group 1 (blocked practice in both sessions) (Group 4＞2＝3＞1 ). These findings suggest that increasing interleaved practice improved retention. Additionally, the participants were asked to judge their confidence in their test performance, using a multistage rating system. When the relation between conﬁdence judgments and test scores per group was analyzed, the results indicated that the participants were more accurate in their assessment of their performance when they used the learning technique that better enhanced retention.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121762658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Teacher’s Emotional Support for Individual Pupils in His Second Grade Classroom: 小学二年级教师对个别学生的情感支持

The Japanese Journal of Educational Psychology Pub Date : 2020-06-30 DOI: 10.5926/jjep.68.202

Y. Ashida

{"title":"A Teacher’s Emotional Support for Individual Pupils in His Second Grade Classroom:","authors":"Y. Ashida","doi":"10.5926/jjep.68.202","DOIUrl":"https://doi.org/10.5926/jjep.68.202","url":null,"abstract":"The present study investigated ways in which a teacher supported individual pupils in his lower elementary school class when the children expressed their emotions. The participants were 33 second-graders ( 16 boys, 17 girls) and their teacher. The relation of the pupils ＇ emotional competence (EC) and academic achievement as assessed by the teacher, and the frequency, strategy, and sequence of support that the teacher provided to each pupil was examined. The results indicated that the teacher gave more support to the pupils with lower emotional competence; he assessed them as being at lower academic achievement levels only when they expressed positive or neutral emotions. When the children expressed negative emotions, the teacher supported the pupils with lower emotional competence more than those with higher emotional competence. When supporting the pupils whom he had rated as having lower emotional competence, his strategies included warnings, interrupting their expression of emotion, and re-explanation of classroom activities more than when he was supporting the pupils he had rated as having higher emotional competence. However, other strategies that he used were not related to his ratings of the pupils ＇ emotional competence or academic achievement. In addition, the teacher ＇ s management of timing and situations in which these strategies were used were examined. The discussion deals with the professionality of emotional support for individual pupils in elementary school classrooms.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115097393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of the Teamwork Inventory for Community-Based School Management: 社区学校管理团队合作量表的编制

The Japanese Journal of Educational Psychology Pub Date : 2020-06-30 DOI: 10.5926/jjep.68.147

Takuya Yoshida, Hiroyuki Yoshizawa, Ryosuke Asano, Ryuichi Tamai, Toshikazu Yoshida

引用次数: 0

Effects of the “Social and Emotional Learning of 8 Abilities at the Nursery School” (SEL-8N) Program on Preschool Children’s Social Behavior “幼儿园八项能力的社会与情感学习”(SEL-8N)项目对学龄前儿童社会行为的影响

The Japanese Journal of Educational Psychology Pub Date : 2020-06-30 DOI: 10.5926/jjep.68.216

Yohei Yamada, Reizo Koizumi

引用次数: 1

Development of a Financial Efficacy Scale for Adults in Japanese: Validity and Reliability 日语成人财务效能量表的开发:效度与信度

The Japanese Journal of Educational Psychology Pub Date : 2020-06-30 DOI: 10.5926/jjep.68.160

T. University

引用次数: 1

Results of a Social and Emotional Learning Program for Preventing Bullying in Junior High School in Relation to Students’ Level of Social Ability: 预防初中校园欺凌的社会情绪学习计划对学生社会能力水平的影响

The Japanese Journal of Educational Psychology Pub Date : 2020-06-30 DOI: 10.5926/jjep.68.185

Toshihisa Kimura, Reizo Koizumi

{"title":"Results of a Social and Emotional Learning Program for Preventing Bullying in Junior High School in Relation to Students’ Level of Social Ability:","authors":"Toshihisa Kimura, Reizo Koizumi","doi":"10.5926/jjep.68.185","DOIUrl":"https://doi.org/10.5926/jjep.68.185","url":null,"abstract":"In a follow-up of a study (Nakamura & Koshikawa, 2014 ; in Japanese) of a 1 -session ( 50 -minute) school-based program for preventing bullying, the present article reports the evaluation of a 2 -session psycho-educational program developed in the framework of social and emotional learning. The participants ( N ＝151 ) from ﬁve classes of eighth graders were divided into a treatment group ( N ＝88 , three classes) and a wait-list control group ( N ＝63 , two classes). Sessions were conducted in their school; each session was 50 minutes long. In the first session, the children were taught problem-solving skills designed to protect victims of bullying; in the second, role-playing was used to teach skills necessary for defending victims against bullies. The instructor was a school teacher, i.e., not a clinical psychologist. The results suggested that, after the second session, self-efﬁcacy for stopping bullying increased for both spectators and bystanders; this conﬁrms the results reported by Nakamura & Koshikawa ( 2014 ). At a follow-up 9 days after the second session, the increase in self-efﬁcacy was found to have been maintained. Immediately after the training sessions, the children ＇ s tendency to bully was found to have decreased, and the norms for anti-bullying increased, but neither of those changes was maintained at the time of the 9 -day follow up measurement. Those students with higher social ability showed higher anti-bullying tendencies than those with lower social ability did. The present results suggest that the training done by the teacher had an effect. Methods for preventing bullying were discussed in the context of educational","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127155446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Effects of the Cognitive Behavioral Therapy (CBT) Education Program for Children and Adolescents on the Adaptation of First-Year Students to Junior High School: 儿童青少年认知行为治疗(CBT)教育项目对初中生适应的影响

The Japanese Journal of Educational Psychology Pub Date : 2020-03-30 DOI: 10.5926/jjep.68.66

Y. Nakano, M. Sukigara, Naori Shimura, A. Nakagawa, Y. Ono

{"title":"Effects of the Cognitive Behavioral Therapy (CBT) Education Program for Children and Adolescents on the Adaptation of First-Year Students to Junior High School:","authors":"Y. Nakano, M. Sukigara, Naori Shimura, A. Nakagawa, Y. Ono","doi":"10.5926/jjep.68.66","DOIUrl":"https://doi.org/10.5926/jjep.68.66","url":null,"abstract":"The present study measured shifts in school-life motivation and subjective feelings of acceptance in students in the ﬁrst year of junior high school (seventh graders), based on the Cognitive Behavioral Therapy (CBT) Education Program for Children and Adolescents. The program was administered by the students ＇ homeroom teachers in 4 sessions during May and June. In the program, students were taught (a) to categorize daily experiences into situa-tions, emotions, thoughts, and behavior, (b) that emotions are inﬂuenced by thoughts, and (c) how to accept and cope with anger. Before and after participation in the program, the students completed the Questionnaire-Utilities (Q-U), a self-administered questionnaire about adaptation to school life. Students ＇ test scores were compared with scores of students from another school in the same region that did not implement the program. The results suggested that the school-life motivation scores of students who had completed the program increased, whereas the scores of students who did not participate in the program decreased. The results for the measures of sources of motivation, and the scores on changes in teacher and classmate relationships were consistent with the total-score results. Evaluation of students ＇ satisfaction showed that the scores on subjective feelings of acceptance of students who had completed the program remained constant, whereas the acceptance scores of students who did not participate in the program decreased. The discussion concluded that completion of this cognitive behavioral therapy program showed potential for maintaining or strengthening school-life motivation in seventh graders.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123250703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Could Mindful Meditation Make Treatment Programs Work Better for Offenders? 正念冥想能让治疗项目对罪犯更好吗?

The Japanese Journal of Educational Psychology Pub Date : 2020-03-30 DOI: 10.5926/jjep.68.94

Yuka Oe, Y. Sugiura, Kimiko Kameda

引用次数: 0

Effects of Assertion Training on First-Year University Students’ Adjustment to University Life, Identity, and Self-Acceptance 主张训练对大一新生大学生活适应、认同和自我接纳的影响

The Japanese Journal of Educational Psychology Pub Date : 2019-12-30 DOI: 10.5926/jjep.67.317

T. Adachi, Naoko Adachi

{"title":"Effects of Assertion Training on First-Year University Students’ Adjustment to University Life, Identity, and Self-Acceptance","authors":"T. Adachi, Naoko Adachi","doi":"10.5926/jjep.67.317","DOIUrl":"https://doi.org/10.5926/jjep.67.317","url":null,"abstract":"現在,少子化,および,大学入学定員の拡充の影響で,大学進学希望者のほとんどが大学に入学できるようになっている。そして,高校から大学へ,大学から社会への移行につまずく大学生も増えている(濵名, 2006)。このような現状において,大学生の初年次教育に注目が集まっている(中央教育審議会, 2008; 濵名, 2006)。初年次教育とは「高等学校や他大学からの円滑な移行を図り,学習及び人格的な成長に向け,大学での学問的・社会的な諸経験を成功させるべく,主に新入生を対象に総合的につくられた教育プログラム」(中央教育審議会, 2008,p. 35)と定義されるものであり, 2015 年度で,国内の 96.6%の大学で実施されている(文部科学省, 2017)。以上のことから,大学新入生を予防的に支援することは,大学教育における重要な課題のひとつであると考えられる。大学新入生が直面する 2つの課題初年次教育の具体的な内容として,中央教育審議会 (2008)は,学問的・知的能力の発達,人間関係の確立と維持,アイデンティティの発達,キャリアと人生設","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123492773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Effects of Parenting, Teachers’ Leadership, Friends’ Delinquency, and Residents’ Collective Efficacy on Social Cognitive Biases 父母教养、教师领导、朋友犯罪和居民集体效能对社会认知偏差的影响

The Japanese Journal of Educational Psychology Pub Date : 2019-12-30 DOI: 10.5926/JJEP.67.252

吉田琢哉, 吉澤寛之, 浅野良輔, 玉井颯一, 吉田俊和

{"title":"Effects of Parenting, Teachers’ Leadership, Friends’ Delinquency, and Residents’ Collective Efficacy on Social Cognitive Biases","authors":"吉田琢哉, 吉澤寛之, 浅野良輔, 玉井颯一, 吉田俊和","doi":"10.5926/JJEP.67.252","DOIUrl":"https://doi.org/10.5926/JJEP.67.252","url":null,"abstract":"反社会的行動とは,社会規範や法律に反する多様な行為を表す(Rutter, Giller, & Hagell, 1998)。いじめや暴力, 非行の増加にみられるように(法務省, 2017; 文部科学省, 2018),子どもの反社会的行動の抑止は,さらなる対策を行うべき重要なテーマである。本研究では,子どもの社会化を左右する重要な他者である社会化エージェント,特に地域住民の集合的有能感をはじめ,親の養育,教師の指導,友人の非行が,反社会的行動の規定因である情報処理のエラー・バイアスに及ぼす影響過程について検討することを目的とする。まず,情報処理のエラー・バイアスに関する理論的背景を述べたうえで,社会化エージェントに求められる機能を整理した領域特定アプローチに基づき,社会化エージェントの働きかけを総合的に検討する必要性を論じる。反社会的行動を規定する情報処理のエラー・バイアスを解明するアプローチとして,社会的情報処理理論 (Crick & Dodge, 1994; Dodge, 1986)がある。同理論に基づ","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122491504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0